• Identify and describe the models of

communication
• Explain the principles of verbal and
non-verbal communication
• Demonstrate effective verbal and
nonverbal communication
Verbal communication involves the use of
language as a symbol to represent what
we mean. This may be oral or written.
We use symbols to represent how we experience the world.
Language, just like pictures, signs, gestures. Or even music, is
an example of a set of symbols used to represent a concept or
a phenomenon.
Each language system has its own set of rules. Learning and speaking
a language requires knowledge of these rules.
❑ Phonological rules dictate how sounds should be pronounced, which
sounds and corresponding letters can be combined, and even which
sounds may be produced in the initial, medial, or final positions of
words.
❑ Syntactic rules deal with the structure of language or the
grammatical arrangement of words in a sentence.
❑ Semantic rules refer to the assignment of meaning to words or
symbols. There must be a consensus among a certain group.
❑ Pragmatic rules govern language use within context.
1. Definition of a Phenomenon. Symbols allow us to define
experience. How we perceive ourselves, other people, and the
things that happen to us are influenced by how we define them.
Labels and definitions change the way we think about, or perceive,
things and events. For instance, if we consider a particular teacher
"boring" because of the way he or she presents a lecture, then,
we direct our attention to this single characteristic, ignoring the
other positive qualities of that teacher.
2. Evaluation of a Phenomenon. Symbols are value-laden. Language
allows us to describe people and our experiences in a positive or
negative manner. The connotative meaning of words determine how
people will perceive a phenomenon. For instance, the term "drug
addict" has a negative connotation but if one uses the term "drug
victim," which, though referring to the same thing, has a less negative
connotation, this may influence or change people's views and opinions.
3. Organization of Perceptions. Symbols help people organize how they
think about things. It is easier to define and give meaning to
experiences if we already have a general set of characteristics to look
for in a particular situation. We know when a phenomenon or
experience illustrates the abstract concepts of love, injustice, success,
betrayal, or failure without having to evaluate each phenomenon every
time we experience them. You do not assume a classmate is
romantically interested in you every time you receive kindness from
him or her. Through generalizations, we can assess danger and sense
conflict even before these things happen. However, classifications and
generalizations, may also result in misinterpretation. Consider the
following stereotypes: Teachers are patient. Successful people are
happy. Doctors are rich. Asians are conservative.
4. Formulation of Hypothetical Thought. Language allows us to think
hypothetically about things that are not apparent or do not exist yet in
the real word. Through words, we are able to plan, solve problems,
imagine, and invent new things. Language helps us develop ideas,
follow our trains of thought, and reflect on previous events to plan the
future. For instance, by being able to describe one's present reality,
one can identify the problems and create solutions. A student who can
recognize that he is performing poorly in class could think of ways to
improve his grades.
5. Self-reflection. Language also helps us reflect about ourselves. By
monitoring our behavior, actions, and attitudes, we may be able to
control the way we act and function appropriately in different contexts.
When we are presenting a report in class, we also monitor ourselves
through the reactions of other people and adjust according to these
reactions. We also use language the way we want to present
ourselves to people. For instance, when we talk to our teachers, we
often use polite language and avoid criticizing them. On the other
hand, when we talk to close friends or people we want to be close to,
we refuse to speak politely as this kind of language creates a sense of
distance.
1. Clarity. Effective verbal communication must use language that is
grammatically correct to avoid confusion. Clarity also requires avoiding
the use of abstract words. For instance, when you ask your teacher
what he or she thinks of your project, you do not want a vague
answer like, "It's kind of okay. There are some mistakes but overall,
you did okay." It would be better if the teacher identifies these
mistakes so you can learn from them and improve your work. In
relationships, saying things like, "You're so obnoxious; I hate you" is
unclear and would likely cause misunderstanding. Being specific about
the things you don't like such as, "I don't like it when I talk to you and
you don't respond" would focus the attention on the behavior instead
of the person. For language to be clear, it must also make use of
simple words. Using jargons, technical terms, and highfalutin words
adds difficulty for your listeners to decode and comprehend your
message.
2. Directness. In contrast to writing, oral communication such as
friendly conversations, requires that language be direct and informal.
Avoid long, complicated sentences, passive instead of active
constructions, and highfalutin vocabulary. Personal pronouns, idiomatic
expressions, and repetitions also aid listening comprehension.
3. Appropriateness. Language use must be appropriate to the
audience, the situational context, the purpose of communication, and
the personality of the speaker. An audience who has little knowledge
about your topic will be more uninterested in listening to you speak. It
is a must to tailor your message depending on the audience. Are they
professionals in the field of medicine? Teenagers? People of different
cultural backgrounds? The situational context should also be considered
in communication. Do you talk casually or formally in an interview? Do
you discuss academic topics with your friends during a vacation? One's
speech purpose and personality also determines what language style to
use. In the context of graduation ceremonies, how do invited guest
speakers present commencement speeches depending on their purpose
(e.g., to inspire, to congratulate, to evoke action, to motivate, etc.) or
their personality (e.g., a comedian, a senator, a professor, an
entrepreneur, etc.)?
4. Vividness. Effective language makes use of vivid descriptions and
helps your listeners create mental images and picture what you want
to express. Use figurative language such as imagery to allow your
audience to experience the scene and manage to relate to what you
are talking about. By doing so, the listeners can actively participate in
meaning-making instead of passively relying on the information you
present. For instance, instead of relaying what you just heard, you may
use auditory imagery by mimicking sounds or by presenting it as a
dialogue, complete with different tones and voices. Instead of saying
someone is beautiful, you can describe how the person looks like. Still,
not everything should be described in detail. Focus your listeners'
attention on the most important points of your speech.
 Nonverbal communication is another mode of
communication which makes use of symbols other than
written or spoken language.
 Joseph De Vito (1986) lists seven principles of nonverbal communication.

1. Nonverbal communication is contextual.

As in verbal communication, the meanings of nonverbal symbols
are ambiguous, arbitrary, and abstract; and may vary across
cultures and time. In interpreting the meaning of nonverbal
symbols, we must also consider the context as cultures attach
different meanings to gestures, actions, or facial expressions. For
instance, a smile may convey happiness or an attempt to hide
sadness or embarrassment.
 Joseph De Vito (1986) lists seven principles of nonverbal communication.

2. Nonverbal behaviors occur in groups

Nonverbal symbols may be used to complement language or
together with other nonverbal symbols. Meaning then must be
taken as a sum of all symbols used within context. Congruence
refers to the state in which all nonverbal symbols work together
to communicate the same thing. However, it is also possible for
symbols to contradict each other, making it harder for meaning
to be deciphered.
 Joseph De Vito (1986) lists seven principles of nonverbal communication.

3. Nonverbal symbols always communicate.

One cannot not communicate. Even silence or non-participation
in a class activity, for instance, says a lot about how a student
feels. If one feels uncomfortable and refuses to say so, it
manifests through nonverbal symbols such as shallow or erratic
breathing or through turning stiff in one's seat.
 Joseph De Vito (1986) lists seven principles of nonverbal communication.

4. Nonverbal communication is governed by rules and is

culture-bound.
Cultures require certain customs and traditions. Nonverbal
symbols, therefore, are learned and not governed by instincts.
For instance, in the Philippines, kissing the hands of elders
symbolizes respect. Sometimes, teachers clap their hands to
call students' attention. On the other hand, a student cannot
call on a teacher or someone important by clapping his or her
hands or by producing the hissing sound "psst."
 Joseph De Vito (1986) lists seven principles of nonverbal communication.

5. Nonverbal communication is motivated.

Nonverbal behaviors are influenced by how one feels or what

one thinks of at a given time. We may sometimes think people
are smiling out of nowhere but there is always a reason behind
every nonverbal behavior. It may be intentional such as when
we attempt to project an image to a person we like, or
unintentional such as when we remember something funny.
 Joseph De Vito (1986) lists seven principles of nonverbal communication.

6. Nonverbal communication appears to hold more credibility

than verbal communication.
When nonverbal cues contradict the verbal message, the
meaning of nonverbal gestures is given more importance. Eye
contact, for instance, is a nonverbal symbol used to detect
dishonesty even if the verbal message says otherwise.
 Joseph De Vito (1986) lists seven principles of nonverbal communication.

7. Nonverbal communication reinforces or contradicts other

forms of communication.
For instance, when somebody asks you how you are feeling
and you lie and say you're okay, your nonverbal behavior (e.g.,
how you look, how you act, the tone of your voice, etc.) will
contradict your words and reveal the truth. Nonverbal behavior
may repeat, highlight, complement, contradict, and replace
verbal messages.
The message conveyed by verbal communication may be repeated
by nonverbal behavior. For instance, you can say "No" (verbal)
while shaking your head (nonverbal).

Nonverbal symbols may replace a verbal message especially

when one refuses to communicate verbally. An example is
when your teacher asks you a question and you shrug your
shoulders.
Nonverbal behavior adds up to the meaning of a statement if it is
consistent with the verbal message. For instance, when asked how
you are doing, smiling complements the statement expressing that
you are fine.

Verbal communication may be contradicted if one's nonverbal

behavior is inconsistent with what is being portrayed. Saying
you are telling the truth without making eye contact is
contradictory.
Nonverbal cues can regulate the flow of conversation. Pausing, for
instance signifies it is the other person's turn. Refusing to speak in
turn may mean you want the other person to continue speaking.

Paralinguistic features such as rising intonation, word stress, or

loudness help emphasize our verbal message.
 Nonverbal behavior may be intentionally used to hide how we truly
feel. For instance, putting up a brave face in the face of adversity is
a form of deception. Pretending to be calm when we feel nervous
inside is essential in public speaking.

Paralinguistic features such as rising intonation, word stress, or

loudness help emphasize our verbal message.
 refers to body motions and position. Kinesics affects how others
perceive us and reflects how we perceive ourselves, how we
perceive other people, or how we feel at the moment. For
instance, a person who slouches appears to lack self-confidence.
When students do not know the answer to the teacher's
question, they tend to avoid eye contact or bury themselves in
their chairs. On the other hand, those who wish to say
something, attempt to catch the teacher's attention by raising
their hands or by looking attentive. Kinesics also includes facial
expressions. Raising an eyebrow may mean contempt, disbelief,
or confusion. The direction of one's gaze may determine whether
someone is fabricating an answer or recalling information. We
should however be careful in interpreting symbols, especially
since these differ across cultures. It is worth repeating how
context is an important factor in interpreting the meaning of
nonverbal symbols. For instance, a trembling child may either be
afraid of something or just feeling cold.
involves the sense of touch to convey emotions. This includes
hugging, kissing, holding or shaking hands, patting, and so on.
Research shows that touch plays an important role in the well-
being of a child. In some cultures, skin contact between men and
women is considered offensive and reflects the power status
depending on one's gender.
influences how people perceive us and vice versa. We judge or
evaluate others according to their physical characteristics such as
skin color, height, weight, facial features, and attractiveness
among others. Some people determine trustworthiness,
introversion or extroversion, maturity, friendliness, by just looking
at one's face; and though these generalizations are often
incorrect, these perceptions often influence an individual's
success in important aspects of our life, including job search or
dating. Since people tend to view people who are physically
attractive as having positive traits, they fare better in terms of
getting accepted in job interviews, getting favorable responses,
and receiving higher grades in school. Cultures and generations
differ in terms of what they find attractive. There appears to be
much importance given on being thin or staying fit nowadays.
are material things we wear or attach to our bodies to express
our identities. These include earrings, makeup, tattoos, etc.
Clothes affect people's impressions of us. Uniforms of teachers,
doctors, or policemen, for instance, tend to display
professionalism and draw respect from people. Colors also
communicate something about what image we are trying to
portray.
refers to the use of space or distance. Different cultures dictate
what distance is acceptable in terms of distance in conversations
and this often reflects the interlocutors' relationship with each
other. Gronbeck and colleagues (1994) classified distance into
four categories: public distance ranging from 12 feet and above;
social distance, ranging from 4 to 12 feet; personal distance,
ranging from 11/2 to 4 feet, and intimate distance, ranging up to
112 feet. Invading one's private space causes discomfort and
may imply a challenge on one's power. Physical space also
determines power status and the culture of interaction among
groups.
is the use of time to reflect personal and cultural identities. In
some cultures where time is valued highly, being late in a
meeting is considered disrespect for another person's time. In
the Philippines, our concept of time is not as rigid as other
countries' and reflects how we view time. Time is also
associated with power status in some contexts, such as in the
classroom or office settings, in which teachers and bosses are
allowed to be late while students and employees aren't. Meeting
with most professionals and important people are by
appointment and usually requires waiting. We tend to spend time
on more important things, with important people, or those who
make us happy. On the other hand, were fuse to waste time on
inconsequential matters.
refer to the elements of a surrounding or setting. Colors, lighting,
arrangement of furniture, design, among many others, affect our
actions. Seats arranged in a circle provides a more relaxed
atmosphere and encourages interaction as compared to chairs
lined up in rows. Upbeat music in malls creates a happy
atmosphere while relaxing music is often played in upscale
restaurants. Fast food joints on the other hand make use of stiff
chairs to keep people from being comfortable and staying too
long so as to provide space for other customers.
involves the vocal elements of communication such as pitch,
vocal quality, volume, intonation, accent, pronunciation, rhythm,
pace, and sounds produced by clearing the throat, murmuring, or
sighing. Voice may be modulated to influence how others would
perceive us, express our emotions, and imply the importance or
weight of our message.
is also a nonverbal symbol associated with different meanings,
including anger, awkwardness, or contentment. Your parents or
partner giving you the silent treatment may communicate the
fact that you must have done something wrong to displease
them.